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Working closely with school leadership teams and the ���㽶��Ƶ Effectiveness Team (EET), which supports all education settings in Leicestershire, this partnership focuses on empowering all staff to actively participate in the school improvement process. This has been shown to be a highly successful strategy, for sustained educational success and development (EEF, 2023).��

Research shows that effective continuous professional development (CPD) is most impactful through ongoing coaching and collaboration – which is why the SPP has been so successful in the ten years which it has been supporting schools. Collaborative processes have been shown to have a positive impact on the learning of teachers within their PLNs and wider professional communities, with frequent and long-lasting CPD initiatives proving to be the most beneficial (Ventista and Brown, 2023). ��

SPP utilises a supportive peer review process as a vehicle for driving school improvement, offering colleagues an opportunity to share knowledge, evaluate practices, and accelerate learning about the implementation of successful school improvement strategies (Godfrey, 2020). The SPP framework aids schools to work effectively together, by building trust, leadership skills, and networks within and between schools. Networks between schools and the wider education system ensure fluid knowledge sharing and the exchange of expertise, to improve pupil outcomes and drive innovation in schools. They also make schools more responsive to their communities and help them to address challenges in social deprivation and inclusion (Greany and Kamp, 2022).��

One of the focus areas already identified for this new partnership in Leicestershire will be student writing outcomes. Nationally, students are making good progress in reading, writing and maths, which are returning to pre-pandemic levels (DfE, 2024). However, in Leicestershire, writing standards have not returned to pre-pandemic levels, prompting education leaders to work together in a structured and supportive way to bolster professional learning and address this shared challenge, among others.����

The partnership will also be supporting Early Career Teacher (ECT) development, because building leadership skills from the outset of teachers’ careers, to grow strong teachers and future education leaders, is so important (Ofsted, 2024).�� The training includes coaching and facilitation skills to lead improvement workshops, which the EEF evaluation of SPP highlighted as a significant process in empowering staff and giving schools ownership of their ongoing improvement (EEF, 2023).��

Research shows that new teachers, who develop positive perceptions of self-efficacy and a sense of belonging with collegial support and high quality CPD, are more likely to stay in the profession and increase the capacity of school leadership. The SPP provides a supportive and collaborative PLN, which is instrumental in providing the ongoing support necessary for refining new skills, so that teachers can take ownership in adapting and developing their practices (Hulme and Wood, 2022).��

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“Here at EDT, we are very proud of the lasting impact that the SPP has created since its inception in 2014.

“This latest chapter sees us embark on a new relationship with the ���㽶��Ƶ Effectiveness Team at Leicestershire County Council and we are excited to work with such a forward-thinking team – their goal is to support their schools to drive their own improvement journey.

“This is such an empowering approach, at a time when school improvement and accountability is a challenge for the sector and where positive steps forward are a priority.”��

Nicola Gillard, Senior Programme Manager, EDT

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“We are delighted that 29 of Leicestershire’s maintained primary schools are joining the School Partnership Programme. The programme supports our ambition for schools to build sustainable and self-improving partnerships. We recognise the value of this collaborative work and the benefits it could bring to fulfil our aim that every young person will have access to good quality education so that they achieve their maximum potential.”��

The ���㽶��Ƶ Effectiveness Team, Leicestershire County Council��

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As we embark on this journey together to support Leicestershire County Council and their schools in building a self-sustaining system of school improvement, teacher and leadership development, we look forward to creating the change that will positively impact student outcomes for many years to come.

Find out more about the Schools Partnership Programme.

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References��

Department for ���㽶��Ƶ (DfE). (2024). ��

���㽶��Ƶ Endowment Foundation (EEF). (2021). ��

���㽶��Ƶ Endowment Foundation (EEF). (2023). ��

���㽶��Ƶ Endowment Foundation (EEF). (2024). ��

Godfrey, D. (2020). ��

Greany, T. and Kamp, A. (2023) ��

Hulme, M. and Wood, J. (2022). ��

Ofsted. (2024). ��

Ventista, O.M. and Brown, C. (2023). (PDF) Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review��